OBJECTIVE: We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange.
METHODS: Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths.
RESULTS: From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning.
UNASSIGNED: Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.

The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course.
Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience.
This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches.
Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews.
The themes identified included, \"virtual conversation builds collaborations and enhances learning,\" and \"this opened my eyes.\"
Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.

BACKGROUND: Multiple studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries but less focus on the experiences of the educators accompanying students.
OBJECTIVE: The purpose of this study was to explore the experiences of educators during an international clinical placement of nursing students in a country in West Africa.
METHODS: We implemented a focussed ethnographic design. We purposively sampled educators who accompanied students on an international clinical placement. Data collection from 2018 to 2019 consisted of in-depth individual interviews. We utilized Roper and Shapira\'s (2000, 10.4135/9781483328294.) data analysis process, which includes coding keywords, identifying patterns and theorizing.
RESULTS: Three themes emerged from the data: rewards in accompanying students, challenges experienced and the need for mentoring and continuous support. Educators found it rewarding to see growth in students, how students developed as global citizens, how students developed critical thinking and problem-solving skills and create lifelong friendships.
CONCLUSIONS: Educators who accompany nursing students to international clinical placement experience valuable learning and challenging issues. Educators must navigate, support and advance student learning when on an international placement. It is crucial to have adequate institutional support from both the home and host country.

To describe key findings of Global Nursing in empirical nursing studies.
A literature review using descriptive data synthesis of peer-reviewed articles in the field of nursing education and practice.
This review of Cinahl Complete, PubMed, PsycINFO and Scopus was undertaken using the search strategy \"global nursing\". Independent title/abstract and full-text screening was undertaken, identifying original articles written in English.
A total of 472 titles and 170 abstracts were read through. Seventy-three articles were included for full-text review. Twenty published studies of Global Nursing with multiple research methodologies fulfilled the inclusion criteria. Findings were described with five categories. Global Nursing Arena, Global Nursing Working Environments, Global Nursing Workforce Management, Global Nursing Competencies and Global Nursing Networking were shown to be crucial when Global Nursing was addressed in the literature.